PARIS · 1789: The city is under pressure, but a revolution is not caused by one dramatic event. Open the districts, inspect the evidence and decide which factors were long-term pressures, which events acted as triggers and which changes came afterward.
ACTIVE OBJECTIVEPARIS · 1789: The city is under pressure, but a revolution is not caused by one dramatic event. Open the districts, inspect the evidence and decide which factors were long-term pressures, which events acted as triggers and which changes came afterward.
WORLDWHENUA & POWER
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
MISSION BRIEFING
PARIS · 1789: The city is under pressure, but a revolution is not caused by one dramatic event. Open the districts, inspect the evidence and decide which factors were long-term pressures, which events acted as triggers and which changes came afterward.
✓Distinguish long-term pressures, trigger events and consequences in a historical explanation.
✓Sequence key events from the Estates-General to the Declaration of the Rights of Man and of the Citizen in 1789.
✓Explain why inequality, state finance, food pressure and political representation can interact rather than acting as one single cause.
✓Use a timeline interval accurately and name one limit in a simplified causal model.
MISSION MEDIA · CrashCourse World History
The French Revolution
Identify long-term pressures, trigger events and consequences rather than one single cause.
LONG-FORM SOURCE · You only need the section that supports this mission. Pause once you have the evidence or explanation you need.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
PRESSURE → TRIGGER → CHANGE → LIMIT
The French Revolution grew from interacting pressures rather than one event. The monarchy faced serious financial problems, the social order privileged the clergy and nobility, many ordinary people faced economic and food pressure, and arguments over representation intensified in 1789. The Estates-General met in May. The Third Estate declared itself the National Assembly in June. The Bastille fell on 14 July. Privileges were abolished on 4 August, and the Declaration of the Rights of Man and of the Citizen was adopted on 26 August. Those events changed political expectations, but the Revolution continued for years and produced further conflict and change.
The French Revolution grew from interacting pressures rather than one event. The monarchy faced serious financial problems, the social order privileged the clergy and nobility, many ordinary people faced economic and food pressure, and arguments over representation intensified in 1789. The Estates-General met in May. The Third Estate declared itself the National Assembly in June. The Bastille fell on 14 July. Privileges were abolished on 4 August, and the Declaration of the Rights of Man and of the Citizen was adopted on 26 August. Those events changed political expectations, but the Revolution continued for years and produced further conflict and change.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
PREREQUISITE REFRESH
Reasoning lens:SOURCE → CONTEXT → CHANGE / POWER / PLACE → LIMIT → CONCLUSION
Bring these prerequisite tools back online.
English / communication:Chronology, historical narrative, cause/effect and evidence-based explanation.
Maths / data:Timeline intervals, proportions and data interpretation.
Topic knowledge:French Revolution: social estates, fiscal pressure, representation, 1789 turning points, rights and consequences; optional American comparison.
This week’s first target:Distinguish long-term pressures, trigger events and consequences in a historical explanation.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
The French Revolution grew from interacting pressures rather than one event. The monarchy faced serious financial problems, the social order privileged the clergy and nobility, many ordinary people faced economic and food pressure, and arguments over representation intensified in 1789. The Estates-General met in May. The Third Estate declared itself the National Assembly in June. The Bastille fell on 14 July. Privileges were abolished on 4 August, and the Declaration of the Rights of Man and of the Citizen was adopted on 26 August. Those events changed political expectations, but the Revolution continued for years and produced further conflict and change.
TEACH 2 · WHAT TO NOTICE
Distinguish long-term pressures, trigger events and consequences in a historical explanation.Sequence key events from the Estates-General to the Declaration of the Rights of Man and of the Citizen in 1789.
TEACH 3 · CONNECT + TRANSFER
Explain why inequality, state finance, food pressure and political representation can interact rather than acting as one single cause. Use a timeline interval accurately and name one limit in a simplified causal model.
WORKED EXAMPLE · EVIDENCE
PRESSURE · State finances
The monarchy faced a severe fiscal crisis after years of costly war, debt and difficulty reforming taxation. Financial pressure helped force the calling of the Estates-General in 1789.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with STRUCTURE · Three Estates: Before 1789 French society was legally divided into estates. Clergy and nobility held privileges that distinguished them from the much larger Third Estate.
Why caution still matters:This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
WORKED EXAMPLE · MATHS / DATA ROUTE
The Bastille was stormed on 14 July 1789 and the Declaration of the Rights of Man and of the Citizen was adopted on 26 August 1789. How many days elapsed between those dates?
This week’s maths/data focus:Timeline intervals, proportions and data interpretation.
Identify the dates, quantities, denominator or map scale first. Calculate carefully, then return the number to its historical or geographic context. A correct number does not explain the whole story by itself.
Worked solution:From 14 July to 14 August is 31 days, then 12 more days reaches 26 August. 31 + 12 = 43 days.Answer check:43 days. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose a source that mainly supplies context rather than direct proof of the whole conclusion.
YOU TRY · INDEPENDENT PRACTICE
For Revolution!, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
STRUCTURE · Three Estates:Before 1789 French society was legally divided into estates. Clergy and nobility held privileges that distinguished them from the much larger Third Estate.
This item is useful context, but context is not the same as direct proof. Combine it with stronger evidence before making a broad conclusion.
HELP
Try: “The source shows ___. In this context, that matters because ___. It does not prove ___. My conclusion is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
REVOLUTION PRESSURE BOARD
Pressure, trigger or change?
Sort the evidence by role in the explanation. The board only passes when you stop treating one dramatic event as the whole cause.
FINANCESTATE DEBTLong-term pressureSOCIETYTHREE ESTATESUnequal legal privilegeFOODBREAD PRESSUREHousehold strainPOLITICSREPRESENTATIONConflict over who speaks for whom
CASE FILE 1
State finance crisis
CASE FILE 2
Unequal legal privileges
CASE FILE 3
Third Estate forms National Assembly
CASE FILE 4
Bastille stormed · 14 July
CASE FILE 5
Privileges abolished + rights declaration
CAUSAL REASONING
Which explanation is strongest?
Sort all five case files and solve the causal-reasoning check.
OPEN THE SOURCE NOTES
SOURCE 1
STRUCTURE · Three Estates
Before 1789 French society was legally divided into estates. Clergy and nobility held privileges that distinguished them from the much larger Third Estate.
SOURCE 2
PRESSURE · State finances
The monarchy faced a severe fiscal crisis after years of costly war, debt and difficulty reforming taxation. Financial pressure helped force the calling of the Estates-General in 1789.
SOURCE 3
TRIGGER · Representation crisis
The Estates-General opened on 5 May 1789. Disputes over voting and representation deepened, and on 17 June deputies of the Third Estate declared themselves the National Assembly.
SOURCE 4
EVENT · Bastille, 14 July 1789
Crowds in Paris seized the Bastille on 14 July 1789. The event became a powerful symbol of the Revolution, but it was not the only cause of it.
SOURCE 5
CHANGE · August 1789
The National Assembly abolished feudal privileges on 4 August. The Declaration of the Rights of Man and of the Citizen was adopted on 26 August and stated principles including legal equality and rights.
INVESTIGATE + ENGLISH · EVIDENCE CASE
Pressure is not the same as trigger
By 1789 France was facing several connected problems. The state had serious debts and struggled to reform taxation. The social system gave legal privileges to the First and Second Estates, while the Third Estate included the great majority of the population. Poor harvests and high food prices added pressure for many households. When the Estates-General met in May 1789, arguments over representation became a political crisis. The Third Estate declared itself the National Assembly in June, and the storming of the Bastille followed on 14 July. In August, the Assembly abolished feudal privileges and adopted the Declaration of the Rights of Man and of the Citizen. A strong explanation does not say “the Bastille caused the Revolution”; it shows how pressures, decisions and events connected.
MAKE THE CALL
Build a three-link causal chain: PRESSURE → TRIGGER → CHANGE. Choose evidence for each link, then name one factor your model leaves out or simplifies.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 160–220 words answering “Why did the French Revolution break out in 1789?” Use at least three evidence files, identify one long-term pressure, one trigger and one consequence, and explain how they connect. Include one sentence rejecting an overly simple one-cause explanation.
0/160 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
The Bastille was stormed on 14 July 1789 and the Declaration of the Rights of Man and of the Citizen was adopted on 26 August 1789. How many days elapsed between those dates?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
NUMBER · YEAR 7 CORE
6 PROBLEMS
QUICK METHODNUMBER
Estimate first, choose an efficient operation, then check whether the answer is reasonable.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
21 × 9 = ?
Multiply 21 by 9: 189.
Q02
189 ÷ 9 = ?
189 divided into 9 equal groups gives 21.
Q03
30 − 9 = ?
Subtracting 9 reverses the addition, leaving 21.
INDEPENDENT · Q04
Which is greatest?
30 is the greatest of these values.
INDEPENDENT · Q05
Estimate 21 × 9 to the nearest ten.
21 × 9 = 189, which rounds to 190.
INDEPENDENT · Q06
A total of 189 is shared equally among 9 groups. Each group gets…
189 ÷ 9 = 21.
OPTIONAL CHALLENGE · OPEN RESPONSE
Choose one answer above and prove it using a different strategy.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 4 × 3 = 12; add 57 to get 69.
Use a hint
Brackets first: 61 × 3 = 183.
Check the method after trying
4² = 16; subtract 3.
Check the method after trying
One quarter is 54; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(231 − 3) ÷ 4 = 57.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · TIME PLANNER0 / 6
LEARN THE METHOD
Elapsed time is end minus start. Convert hours to minutes using 60 minutes per hour. Cross an hour boundary in steps. Dates in these practice questions are fictional planning data.
WORKED EXAMPLE
From 09:45 to 11:10: 15 minutes to 10:00, 60 to 11:00, then 10 more = 85 minutes.
years
Use a hint
End year minus start year = 60; do not count both endpoint years as elapsed years.
minutes
Use a hint
5 × 60 + 25 = 325.
minutes
Check the method after trying
Start is 40 minutes after 09:00; add 58.
minutes
Check the method after trying
220 − 5 − 5 = 210.
minutes
Check the method after trying
Task total 189, plus 10 break minutes.
minutes
Check the method after trying
660 − 220 − 58 − 5 = 377.
Compare your reasoning after trying
One possible plan: 20 + 25 + 25 minutes of work, a 10-minute break and a 10-minute buffer = 90. Use the buffer or reduce a task if work overruns.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · PERCENTAGE DETECTIVE0 / 6
LEARN THE METHOD
Percent means out of 100. Find a percentage of the whole by dividing by 100 and multiplying. For percentage increase, divide the increase by the original.
WORKED EXAMPLE
A count rises from 80 to 100: increase = 20; 20 ÷ 80 × 100 = 25%. The final count is 125% of the original.
Use a hint
25% = 1/4; 224 ÷ 4 = 56.
Use a hint
10% is 224; 5% is 112; add them.
%
Check the method after trying
224 ÷ 1120 × 100 = 20%.
%
Check the method after trying
Increase 224 ÷ original 896 × 100 = 25%.
dollars
Check the method after trying
Discount = $112; subtract from $448.
people
Check the method after trying
Group counts: 224 + 448 = 672.
Compare your reasoning after trying
Starting at 100 gives 120, then 20% of 120 is 24. The final count is 96 because the second percentage uses a different whole.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · CHANCE LAB0 / 6
LEARN THE METHOD
For equally likely outcomes, probability = favourable outcomes ÷ total outcomes. A probability of 0 is impossible and 1 is certain. Expected counts are predictions, not guarantees.
WORKED EXAMPLE
With 3 red and 7 blue counters, P(red) = 3/10 = 0.3. Over 50 draws with replacement, expect about 15 red, but actual results can vary.
Use a hint
7 out of 28 = 1/4 = 0.25.
Use a hint
3/4 = 0.75.
Check the method after trying
7/14 = 1/2 = 0.5.
Check the method after trying
Expected count = 456 × 1/2. This is not guaranteed.
Check the method after trying
Probability = 1/4; expected count = 228 ÷ 4.
Check the method after trying
There are no yellow counters, so this outcome is impossible.
Compare your reasoning after trying
No. Each independent flip still has probability 1/2 of heads. Earlier results do not force the next outcome.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 2
PROJECT HQ · PROJECT FILE 04
SOURCES — record what each source contributes.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
Our Place / Our Story begins now. Choose an Aotearoa or rohe inquiry that can be investigated with more than one source. You can refine the question as the evidence grows.
PROJECT HQ · PROJECT FILE 04
SOURCES
Make your move.
PROJECT JOURNEYWEEK 4 / 9SOURCES
Start something real. Build an idea, test it, improve it, and share it.
Record what each source can and cannot carry in the final interpretation.
THIS WEEKSOURCES
Complete only this project step today. Your saved work carries forward, so you do not need to finish the whole project at once.
A STRONG STEPSpecific · useful · achievable
Use evidence from this week's mission, name a real audience or purpose, and make the idea small enough to test and improve.
BEFORE YOU SAVE, CHECK:✓ I answered every field clearly✓ I used evidence or reasoning from this week✓ My next step is realistic
Complete each field with enough detail to carry this work into the next week. This step saves on this device as you type.
IDEA→RESEARCH→PLAN→BUILD→TEST→IMPROVE→PRESENT
Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.
CHECK-IN
What changed in your thinking?
13ICONIC GAMES
YOUR WEEKLY GAME · TERM 2 / WEEK 4
Circuit Racing
Complete three laps against three rivals. Brake for the bends.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN